Formal Clinical Teacher Evaluation

Wendy Taboada
Clinical Teacher_______________________________ Year___
2019Semester XFall Spring
Oct 15, 2019
Date____________
Observation X Regular Midterm Final
1:10
Start Time________End Time________ 45 :_____
1:55 p.m.Duration______ mins (no less than 45 minutes)
Lesson Observer: Cooperating Teacher XUniversity Supervisor

Oct 12 Start Time________

Conferences: Pre-Conference Date______ 12:35
12:15 End Time________

Oct 15
Post-Conference Date___________ Start Time________
3:00 3:30
End Time________

Alief ISD
District___________________________________ Yovens Elementary
School____________________________
Patricia Larios
Cooperating Teacher________________________ 4th/ Reading
Subject/Grade______________________

Dr. Maritza F. Garcia

Evaluator_________________________________ Signature___________________________

The following clinical teacher evaluation form is divided into four domains as adopted by the State Board of

Education. These domains are Planning, Instruction, Learning Environment, and Professional Practice and

Responsibilities. The Dimensions within each domain ensure clinical teachers have the knowledge and skills to

teach in Texas public schools. Please complete the form by checking the appropriate box. Use Not Applicable (NA)

when the element is not observed or is irrelevant to the particular setting/observation/evaluation.

SCALE: *1=Needs Improvement 2=Developing *3=Proficient

Proficient is the goal.

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DOMAIN 1: PLANNING - Evidence is apparent in the lesson plan.

1.1 Standards and Alignment: The teacher designs, organizes and implements clear, well-
organized, sequential lessons that reflect best practice, align with standards and are
appropriate for diverse learners.
1.2 Data and Assessment: The teacher uses formal and informal methods to measure student
progress, then manages and
analyzes student data to inform instruction.
1.3 Knowledge o f Students: Through knowledge o f students and proven practices, the teacher
ensures high levels o f learning, social-emotional development and achievementfor all
students.
• All lessons connect to student prior knowledge and experiences 2

• All lessons adjust for student strengths and gaps in background knowledge, 2
life experiences and skills
1.4 Activities: The teacher plans engaging, flexible lessons that encourage higher-order thinking,
persistence and achievement.
• Questions encourage all students to engage in complex, higher order thinking
2
• Instructional groups based on student needs 2

• All students understand individual roles within instructional groups 2

• Activities, resources, technology, instructional materials aligned to 3

instructional purposes

COMMENTS: Wendy demonstrates dedication to planning and selection of appropriate

instructional materials and activities.
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DOMAIN 2: INSTRUCTION - Evidence is apparent in instruction and classroom.

Achieving Expectations: The teacher supports all learners in their pursuit o f high
levels o f academic and social-emotional success.
• Evidence that most students demonstrate mastery of objective 2
• Addresses students mistakes and follows through to ensure student mastery 2
• Provides student opportunity to take initiative of their own learning 2
• Conveys accurate content knowledge 3
• Integrates learning objectives with other disciplines 2
• Anticipates possible student misunderstandings 2
• Accurately reflects how lesson fits within structure of discipline and TEKS 2
• Provides opportunities for students to use different types of thinking (e.g., 2
analytical, practical, creative & research-based)
• Uses probing questions to clarify, elaborate learning 2
• Recognizes possible student misunderstandings and responds with an array of
teaching techniques to clarify concepts 2
• Asks remember, understand and apply level questions focusing on lesson 2
objective and provoking questions
• Provides explanations that are clear 2
• Uses verbal and written communication that is clear and correct 2
• Establishes classroom practices that provide for most students to communicate 3
effectively with their teacher and their peers
• Adapts lesson to address individual needs of all students 2
• Regularly monitors quality of student participation and performance 2
• Recognizes when students become confused or disengaged and responds to
2
student learning or socio-emotional needs
• Provides differentiated instructional methods and content to ensure students 2
have opportunity to master what is being taught
• Utilizes input from student in order to monitor and adjust instruction and 2
activities
• Monitors student behavior and responses for engagement and understanding 2
• Adjusts instruction and activities to maintain student engagement and 2
appropriate pacing of instruction for time management
COMMENTS Wendy is demonstrating improvement in the instruction. She is now

more concious of instructional alignment of activities, resources and

objectives.
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Proficient
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Needs
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DOMAIN 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom.

3.1 Classroom Environment, Routines and Procedures: The teacher organizes a safe, accessible
and efficient classroom.
• All procedures, routines and transitions are clear and efficient 2
• Students actively participate in groups, manage supplies and equipment with
2
very limited teacher direction
• Classroom is safe and organized to support learning objectives and is 3
accessible to most students
3.2 Managing Student Behavior: The teacher establishes, communicates and maintains clear
expectations for student behavior.
• Consistently implements the campus and/or classroom behavior management
system of monitoring, positive reinforcements of appropriate behavior, and 2
appropriate responses to disruptive behavior in a proficient manner
• Most students meet expected classroom behavior standards 2
3.3 Classroom Culture: The teacher leads a mutually respectful and collaborative class o f actively
engaged learners.
• Engages all students in relevant, meaningful learning 3
• Students work respectfully, individually and in groups 3

COMMENTS Classroom shows evidence of a respectful and collaborative

environment.
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Proficient
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DOMAIN 4: PROFESSIONAL PRACTICES AND RESPONSIBILITIES

4.1 Professional Demeanor and Ethics: The teacher meets HBU and district expectations for
attendance, professional appearance, decorum, procedural, ethical, legal and statutory
responsibilities.
• Behaves in accordance with the Code of Ethics and Standard Practices for
Texas Educators 3
• Meets all professional standards (e.g., attendance, professional appearance and 3
behaviors)
• Advocates successfully for the needs of students in the classroom 2
4.2 Goal Setting: The teacher reflects on their practice.
• Sets short- and long-term professional goals based on self-assessment, 2
reflection and supervisor feedback
• Meets all professional goals resulting in improvement in practice and student 2
performance
4.3 Professional Development: The teacher enhances the professional community.
• Collaboratively practices in all scheduled professional development activities,
3
campus professional learning communities, grade- or subject-level team
membership, committee membership or other opportunities
4.4 School Community Involvement: The teacher demonstrates leadership with students,
colleagues, and community members in the school, district and community through effective
communication and outreach.
• Communicates the mission, vision and goals of the school to students,
3
colleagues, parents and families
• Contacts parents/guardians regularly regarding students’ academic and
social/emotional growth 3
• Actively participates in all school outreach activities 3

COMMENTS: Wendy is very active in school activities and professional development.

REFLECTION

Clinical teacher’s greatest strength Instructional planning and involvement in campus' activities
are some of the greatest strengths that Wendy has. She is also very friendly and

accessible to her students.

Clinical teacher’s greatest challenge Questioning strategies and teaching key vocabulary
effectively seems to be greatest challenge for Wendy, as well as making connections

to student's background.
 Recommendations/Next Steps/Goals Continue working in the implementation of Bloom's
taxonomy, dedicate time to properly introduce key vocabulary tapping into student's

background knowledge to enhance student's understanding is recommended. Implementation

of "wait time" for comprehensible input is also recommended when probing students

with questions during instruction.

Cooperating Teacher Patricia Larios Nov 5, 2019

Print Name Signature Date

University Supervisor Dr. Maritza F. Garcia Oct 15, 2019

Print Name Signature Date

Clinical Teacher Wendy Taboada Nov 5, 2019

Wendy Taboada

Print Name Signature Date

Signature: Wendy Taboada (Nov 5, 2019)

Signature:
Email: taboadawc@hbu.edu Email:

Signature:
Email: